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Dr David Paterson Chemistry Subject Specialist OCR
Teaching linear qualifications Slides from Wessex Group Post-16 Chemistry Teachers’ Conference Dr David Paterson Chemistry Subject Specialist OCR
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Teaching linear courses
Use ‘big ideas’ to underpin course Keep information fresh, e.g. quick quizzes, interleaving Flipping the learning Keep looking for links between topics Use formative assessment to monitor progress Check lists Use of past papers
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1 Task / Discussion Think, pair, share on your table:
What are the ‘big ideas’ of chemistry that you are teaching over the A Level.
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The ‘big ideas’ of Chemistry
1 The ‘big ideas’ of Chemistry Using ideas about structure and bonding to explain macroscopic properties Electrostatic interactions & the role of electrons/protons The role of energy Periodicity …
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The Big Ideas Very small particles Forces at a distance
Movement from net force Conservation of energy Terrestrial processes Solar System, Milky Way, Universe Cellular life Energy, materials and competition in life Genetic inheritance Diversity and evolution Cause(s) and effect Best fit theories and models at the time to explain known facts The flow of knowledge from science to technology to products Ethical, social, economic and political implications of applications of science First 10 are ideas of science, last four are ideas about science. From Wynne Harlen ed., (2010) Principles and Big Ideas of Science Educations Page 5
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Core principles/skills
1 Core principles/skills Determining formulae Constructing and balancing equations Amount of substance calculations Nomenclature Use of periodicity in explaining/predicting Mechanisms (electrons/protons) …
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Interleaving / Spiral Curriculum
2 Interleaving / Spiral Curriculum Atomic & electron structure Amount of substance & formulae Acids and redox Bonding and structure Periodicity OCR A Module 2 Also consider skills, e.g. practical, mathematical, extended writing.
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2 Interleaving Consider ‘weaving in’ certain topics, rather than teaching as a separate block, e.g. spectral analysis qualitative analysis organic synthesis routes.
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2 Keeping it fresh The Ebbinghaus forgetting curve
revisit after 1 day, 1 week, 1 month, 3 months Using quizzes Knowledge retained time
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3 Flipping Learning
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4 Linking concepts Practise linking areas of the specification, e.g. through concept mapping group discussions research project.
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Select-a-card synopticity
4 Select-a-card synopticity
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Select-a-card synopticity
4 Select-a-card synopticity In your pairs/groups, pick a card from two different topics Discuss the links between the two topics. What theory / practical / maths / questions could you use to teach / consolidate / revise this pairing. Repeat and share with another group.
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5 Formative Assessment An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged Paul Black, KCL.
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5 The importance of talk Talking is a key process in the co-construction of knowledge. By learning through talking, students are internalising the social aspects of learning. This improves their internal dialogue which helps them to better structure their learning and reasoning. After Alexander, R.J. (2004) Towards Dialogic Teaching. Rethinking classroom talk. 1st edition, York, Dialogos. ; and Wood, D. (1988) How Children Think and Learn. Oxford, Basil Blackwell Ltd. 2nd edition, 1998
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5 Open questions e.g. Aspirin should be stored in dry, cool conditions. Use your knowledge of chemistry to explain why. Advantages Allows students to demonstrate breadth and depth of knowledge. Encourages development of scientific literacy Disadvantages Requires more time to administer Can take longer to assess/mark
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Personalised Learning Checklists (PLCs)
6 Personalised Learning Checklists (PLCs) Tend to be specification statements with self assessment opportunities. Useful for giving structure to course / organisation of notes. Can be used when analysing test feedback – focus for revision.
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Personalised Learning Checklists (PLCs)
6 Personalised Learning Checklists (PLCs) Can be used for practical skill development
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Using past papers questions
7 Using past papers questions Advantages Similar style to ultimate assessment Written by experts and tested over large cohort Disadvantages Variation in raw marks/grade year-on-year Level of demand can be limited by topic Limited supply for the new qualifications (SAMs/Practice Papers)
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Marking past paper questions
7 Marking past paper questions Self – helps develop confidence in ‘exam style’ answers Peer – low stakes for the students, mutually supportive, both learning
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Marking past paper questions
7 Marking past paper questions Expert (teacher) clear interpretation of expected answers (e.g. interpretation of additional guidance/expected standard) feedback on their process Whole class discussing mark-scheme possible answers decoding by discussion
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Writing exam questions
7 Writing exam questions Students taking the role of the expert Individually or in groups Different lengths of question Vary demand between questions or (longer questions) within a question Think about applying knowledge to unfamiliar contexts NOT just recalling facts Include practical skills and maths Synopticity Don’t forget a mark scheme!
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Summary Teach your students broadly and deeply
Identify good resources and adapt them to your needs – share with the community Support students in lesson by revisiting & integrating concepts throughout the course Use assessment to inform your planning Continually engage in professional dialogue about what you are doing.
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